ABSTRACT
This chapter describes a project in which second-year undergraduates took responsibility for helping to promote and support first-year student's academic transition. The authors model of student engagement framed students as change agents who worked as academic mentors within the first-year curriculum, encouraging newcomers to engage in dialogue about effective approaches to learning on the course, where Assessment for Learning (AfL) approaches were routinely used by their teaching staff to promote student's academic engagement. The chapter aims to highlight the ways in which the student's voices represent a strong sense of personal transformation, which they linked to changing learner identities, the importance of active involvement within programme learning communities, and a perceived sense of belonging. Students need to transform as people in order to become professionals and need sustainable assessment and feedback practices which enable them to learn prospectively, beyond the immediate context.
